Misconceptions? Who you gonna call? Geography Myth Busters!
I recently asked geography teachers for the most common misconceptions that crop up in the classroom. As usual, the geography teacher community came up trumps with lots of suggestions. To return the favour, I’ve collated some of the most common misconceptions and created a pack of A4 posters to download for free.
The resource can be used in a range of ways. Here are some suggestions:
display one a week and have a competition to encourage students to explain why it is a misconception
distribute them to your class and get them to prepare a presentation as to why it is a misconception
put up on your classroom wall and use them as a discussion point
add a QR code that links to a web page that busts the myth so students can find out why its a misconception
If you have any other ideas to share or if you think we’ve missed a common misconception leave a comment below!
Download the PPT presentation containing the posters below (32MB).
Google Earth has recently launched creation tools allowing you to create stories and maps. Having had a play with the new feature I have to say it’s fantastic. Not only can stories and maps be shared with others to view, but you can also collaborate on the same map in real-time. You must use the Google Chrome browser to access Google Earth online.
Having followed the tutorial below, Louise Hayne has kindly shared two amazing Google Earth case studies covering the 2011 Sendai, Japan earthquake and the Haiti earthquake. Give Louise a follow on Twitter via @louhayne1.
The software is very intuitive and many features can be worked out through having a play. However, I’ve put together a step by step guide covering some of the main features for those who feel less confident about using GIS software below.
Introduction to creation tools in Google Earth
Open Google Earth online using Google Chrome. Click the New Project icon
Google Earth – Step 1
Give your project a suitable title and description
Google Earth – Step 2
Click new feature > draw line or shape.
Google Earth – Step 3
Draw a shape around the case study area. Give it a title.
Google Earth – Step 4
Click edit place to tidy up the shape.
Google Earth – Step 5
Add a description and click the Capture this view icon so whenever someone clicks the location it will zoom to this view.
Google Earth – Step 6
You can also add an image by clicking the camera icon. When you’ve finished click the back button in the top left corner.
Next, start adding place makers for different locations by clicking the New feature button and selecting either add placemark to add the location manually or search to add place.
Google Earth – Step 7
Once you’ve added your placemark you can edit is by hovering over the location in the menu on the left.
Google Earth – Step 8
Click the pen icon to edit.
Google Earth – Step 9
Zoom into the location to move the place marker into a more accurate position. Drag and drop the place marker to move it.
Google Earth – Step 10
You can zoom closer to the location and change the default view.
Google Earth – Step 11
To do this zoom in then click the compass icon. You can now change the viewing angle by using the enlarged compass icon. When you are happy with the view click Capture this view.
Google Earth – Step 12
You can add links to the text you include in the description. Highlight the text you want to become a link and click the link icon. In this case, a link has been included to more detailed information about landforms of erosion at Flamborough on Internet Geography.
Google Earth – Step 13
Adding an image is easy, simply click the camera icon and choose the source of the image you want to use. Multiple image can be included.
Google Earth – Step 14
You can review your presentation at any time by clicking Preview presentation.
Google Earth – Step 15
By clicking the share button you can share your map. When you share you can choose to either allow people to view or edit. By allowing people to edit the map you can collaborate on the map with other people at the same time!
Google Earth – Step 16
It’s also possible to embed 360 images from Google Maps into your stories and maps. The video below explains how to do this!
When faced with exam questions like the one below students often fail to use the resources they have been provided with. This is an issue often referred to in examiners reports and frequently bemoaned by teachers on social media.
Exam question with resources
To support teachers modelling the deconstruction of exam questions that include additional resources, we’re in the process of developing a series of resources that aim to support geography teachers in taking students through breaking down exam questions, analysing data they are provided with and working out what should be included in their answer.
In this first set of resources, we explore the above exam question from the 2018 AQA GCSE Geography paper 2, covering resources. This is an area covered in multiple specifications so should be useful to most geography teachers.
These free resources come in both Apple Keynote and Microsoft PowerPoint format so can be edited to meet the needs of your students. The presentations take a step-by-step approach to reviewing the question, resources and what could be included in the answer. All you need to do is talk the students through it.
If you’ve found these resources useful or have requests for future questions please leave us a comment below.
The use of hexagon thinking tasks has been popular on twitter recently. The principle is simple, students are to describe what the hexagon shows and how it relates to the content of the central hexagon.
If you have hexagon thinking task resources that you are willing to share please send them to [email protected] and we’ll publish them below.
We’ve put together a template to support teachers in using them.
Click the image below to download the template.
Hexagon thinking tasks shared by the geography teacher community
Stephanie Ramsdale (@geog_missR) has shared a collection of hexagon thinking tasks covering sustainable urban development, evidence of climate change, natural causes of climate change and contested borders in Taiwan. Click the image below to download.
Geographers see connections in the world, how things interact and inter-relate. Making links in geography involves examining relationships within and across themes. An understanding of these links supports students in seeing how the world is interconnected.
One strategy to encourage students to investigate links could involve the use of concept maps. However, before your students attempt their own concept maps it would be useful to live model links with them. Enter KnowledgeBase Builder.
Available for Windows, Android, IOS and Mac OS, KnowledgeBase Builder is a remarkably easy tool to map out curriculum content then investigate links. In the example below, we have produced a simple map the characteristics of the tropical rainforest (for demonstration purposes, there’s lots more that could be added). The characteristics are grouped under headings including vegetation and climate etc. This could be achieved by students contributing key features based on prior learning.
Characteristics of tropical rainforests
Next, it’s time to investigate links between the different characteristics. Simply drag a connection between two elements, give it a simple title and an explanation of how the two are connected. Below is an example of a link between buttress roots and emergents.
Making a link
Once an explanation has been added in the description box, simply click the link to display the explanation as shown below.
View the link
You can view your map in a range of ways including as a table which shows the main characteristics as shown below.
Information presented as a table
You can also view the map in 3D. Which looks pretty fancy! It is possible to save the 3D graphic as an animated gif.
There are several options for exporting your finished diagram. Below is an example of an exported image.
The information can also be exported as an HTML file (web page).
Other features included in the software to explore include:
adding images
reverse links where flows/links go in both directions
adding hyperlinks
embedding Wikipedia pages
In this example we have explored links within a theme, however, we can just as easily develop a map over time and explore synoptic links in geography.
To begin with, we’ll look at a useful plugin to analyse the data generated by students completing a multiple choice quiz. The screenshot below shows an example of what the add-on we will use can do. As you can see, the whole class and individual data is analysed. The question in orange menas less than 60% of students go the answer wrong. Students in red have achieved less than 70%. This feedback can then be used to identify misconceptions or gaps in learning which can then be addressed in class.
Analysis of data
Towards the end of the creating a self-marking quiz using Google Forms guide, we showed you how to create a spreadsheet containing results. As a reminder, simply go to your quiz form and click the Google Sheets icon.
Click the Google Sheets icon
You are then given the option to Create a new spreadsheet or Use and existing spreadsheet. You could either maintain seperate spreadsheets for each quiz or have one dedicated spreadsheet with multiple sheets for your quizzes. This will be a personal choice to do what works for you.
Create a new spreadsheet or Select existing spreadsheet
Once you’ve selected the option, clicking the Google Sheet icon now opens the spreadsheet showing the result. We are now going to install a plug in on your spreadsheet that will automate analysing the results. A plug in is a programme that adds features to your Google Sheet.
Open your Google Sheet then click Add-ons then Get Add-ons.
Get add-ons
A window will pop-up as shown below. Select flubaroo. If it is not shown in the window then do a search for it. Click the icon, then click Install. Press continue and agree to the terms and conditions. Click done once the plug-in is installed.
Select the flubaroo plug-in
Return to your Google Sheet. You will not notice any difference to the spreadsheet at this stage.
Next, go to the live form and complete it as a student would, ensuring all the correct answers are selected. Be sure to enter your name too, so you can identify this entry later on as the answer key. Click submit.
Next, return to your Google Sheet. Go to Add-ons > Flubaroo > Grade Assignment.
Grade assignment
Flubaroo will ask you a few questions, such as:
If any questions should not be graded.
Which questions are for the purpose of student identification (e.g. name, student id, email).
Which submission should be used as the answer key.
Be sure to select skip grading for the score, otherwise this will be added to the scores to the individual questions.
Grading Step 1
Once answered, Flubaroo will grade your assignment. This process should take less than a minute.
A new sheet is created displaying individual and group performance data. If less than 60% of students got a question correct, the question will be highlighted in orange to alert you. Additionally, students who scored less than 70% on the assignment will be highlighted in red.
https://www.internetgeography.net/wp-content/uploads/2019/11/Analysis.png8411600Anthony Bennetthttps://www.internetgeography.net/wp-content/uploads/2024/01/Internet-Geography-Logo.pngAnthony Bennett2019-11-04 19:47:262019-11-04 21:06:02Analysing data from a self-marking quiz using Google Forms with Flubaroo
This is the ninth collection of useful tweets relating to #geography and #geographyteachers. The world of Twitter can be a busy place so I’ve pulled together some tweet treats from the last week or so that are worth having a look at. Tweets are in no particular order.
Check out geography-related TV this week with geogglebox by @lenziegeo
This longshore drift mystery by @geog_brown looks great!
So excited to try out this Longshore Drift mystery lesson with Year 7s! I got the inspiration from a free TES resource. They have to figure out how a message in a bottle moved from one place to another. 🌊 #pgce#geographyteacher#geographypic.twitter.com/olejR1cZmm
Stripped back structure strips by @Geo_Dougie are a great way to incorporate questioning into the process of developing a structure to geographical questions.
@BeingMissSpeed has shated some fantastic resources ‘Check 20’ revision worksheets.
Inspired by something I saw on Twitter, I have spent today creating a series of ‘Check 20’ revision worksheets for AQA Geography. Paper 1 complete, Paper 2 in progress. Find them here: https://t.co/cDN3mIn9DS
Nice, straightforward example of a knowledge organiser by @TweetcherT.
My first ever knowledge organiser from scratch. It’s far from perfect but what have I learned?
1. It’s MUCH easier making these from a blank page than it is editing someone else’s work.
2. Using @olicav‘s rules of “cut, chunk, align, restrain” makes for an overall better look. pic.twitter.com/94LWnfF7Ch
Take a look at this great blog post on cognative load theory by @sarahlarsen74.
⬇️⬇️ New post! How Cognitive Load Theory has changed my teaching. Cutting out jazzy tasks and refocusing my planning, execution and feedback. ⬇️⬇️https://t.co/Lohg1vtDEo
Live modelling using Powerpoint is easy with this guide by @mrwmhistory.
Sunday blog post – this time on ‘Live Modelling’ using some hidden features of powerpoint. This has revolutionised my teaching (particularly of exam questions) in the last few years. Fully downloadable resource and instructions for getting started! https://t.co/61DthVMevb
Take a look at this simple, attractive graphic organiser by @_jopayne
Experimenting with @olicav advice on graphic organiser mind maps with the Boscastle flood case study. Yes, I know it is old, but always a memorable one. New OCR B textbook being updated with Storm Desmond, so I will enjoy this one for a little longer! #geographyteacherpic.twitter.com/dquqfETsLY
Diagrams from memory are a great way to revisit prior learning. In this case, we’re sharing an unlabelled diagram of the global atmospheric circulation diagram. The idea is to display the labelled diagram for a short period of time to remind students of the key components of global atmospheric circulation. A simple quiz could be used to encourage the students to think about the features of the model and the processes that drive global atmospheric circulation. Following this, any misconceptions can be addressed before removing the labelled image from display.
Students then complete the blank diagram to demonstrate what they know. Scaffolding can be provided to the students who need it through providing additional annotations or the first letter of each label.
Google Maps has been around for over 10 years now. The free GIS software is easy to use and allows students to collaborate in real-time. We’ve pulled together 8 ways of using Google My Maps in the classroom.
1. Case study maps
Google My Maps is a great way of collating and displaying case studies in one place. They are a great tool to use for revising case studies. Students can collaborate on revision maps and add text, images and videos to pins for each case study. We’ve put together a tutorial that students can use to create a case study map.
2. Presenting coastal fieldwork data
Completed map
Presenting data collected during a coastal fieldwork study is really simple on Google My Maps. For example, data collected as part of an investigation into the impact of groynes on longshore drift, can be easily presented on a satellite image. The up-drift and down-drift height of a beach can be plotted on pins to illustrate changes along the beach. Students will be able to see geospatial patterns in the data which they can then analyse. Take a look at our guide to presenting coastal fieldwork data.
3. Presenting river fieldwork data
map with data on
As with coastal fieldwork data, it is really easy to present river fieldwork data on Google My Maps. Data such as wetted perimeter, discharge and velocity can be displayed at appropriate locations along the course of a river. Check out our guide to presenting river fieldwork data.
4. Landuse maps
Landuse maps are easy to create in Google Maps. Using the polygon tool shapes can be drawn on a layer over satellite images of your study areas. Find out how to create a landuse map in Google My Maps.
5. Measuring Distance
Google My Map has a powerful measurement tool that can be used to investigate distance on maps. It can be used in a range of ways including:
identifying locations that are equal distances apart for fieldwork e.g. river sampling locations
measuring the impact of coastal erosion
calculating the length of lava flows
calculating distance between places, both straight line and following a route
Using Google Images and Google Maps you can easily create a map using an album of geotagged photos. Geotagged photos are those that include data on the location they were taken. Most modern mobile phones have this feature as do some digital cameras. If you are not sure a quick search on the Internet will tell you if this option is available and how to enable it. Take a look at our guide to mapping photographs using Google My Maps.
7. Go on a scavenger hunt
It’s possible to search for locations using longitude and latitude. Why not give students a list of points via latitude and longitude and have them use Google My Maps to find out what each point is. You could also provide 3 locations and ask the students to work out what they have in common. They could examine each location using the satellite image layer to work out the physical and human characteristics the places have in common. Turn it into a game: the first student to figure them all out wins. Do this in small groups or as an independent activity, in class or for homework.
8. Plan a route
Students could use Google My Maps to plan a route. The purpose of the route could be to create an interactive tour to show the human and physical characteristics of an area.
https://www.internetgeography.net/wp-content/uploads/2019/10/8-Ways-to-Use-Google-My-Maps-In-Geography-.png6701200Anthony Bennetthttps://www.internetgeography.net/wp-content/uploads/2024/01/Internet-Geography-Logo.pngAnthony Bennett2019-10-21 14:47:512019-12-08 22:24:408 ways to use Google Maps in geography
This is the eighth collection of useful tweets relating to #geography and #geographyteachers. The world of Twitter can be a busy place so I’ve pulled together some tweet treats from the last week or so that are worth having a look at. Tweets are in no particular order.
As a school we have a knowledge rich curriculum so we can’t do much creative work. I said to my Yr7 students on top of their self quizzing if they wanted, they could do informative posters, where the best ones will get 100 house points. The response is amazing! #GeographyTeacherpic.twitter.com/eeCOiqXl4x
— Mrs_Geography 🌏 Kelly Peppin (@Mrs_Geography) October 16, 2019
*Questions for the Answers* This activity is brilliant. Not only does it allow me to see if Ss understand key concepts but also if they can make links. They have really got to THINK. I banned “poor quality questions”. #geographyteacherpic.twitter.com/dLHub7mamd
I’ve tracked down a quite few middle leaders in both DT and Art where their subject has been selected for a ‘Deep dive’ in a recent O inspection. I’ve been keeping some notes on what they have said to me… although these can be used for all subjects. You’re welcome 🙃. pic.twitter.com/DyFU2KQLIg
Expanding our ideas in Y10. Initial strategies about reducing desertification, expanded to how they work, expanded further to how they’re sustainable. Hopefully will help them structure exam questions too. My appalling writing, their ideas/feedback pic.twitter.com/SnNLAXAMWl
